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Title 



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BULLETIN OF THE UNIVERSITY OF WISCONSIN 

No, 757. High School Series No. 16 



Suggestions 

for 

School and Home Projects in Agriculture 



By 

K. L. HATCH 

Professor of Agricultural Education 
The University of Wisconsin 

AND 

W F. STEWART 

Assistant in Agricultural Education 
The University of Wisconsin 



MADISON 

The University of Wisconsin 

1916 



Mlonogriipt} 



BULLETIN OF THE UNIVERSITY OF WISCONSIN 

No. 757. High School Series No. 16 



Suggestions 



for 



School and Home Projects in Agriculture 



. 'j) By 

Kf^ L^HATCH 

Professor of Agricultural Education 
The University of Wisconsin 

AND 

W F. STEWART 

Assistant in Agricultural Education 
The University of Wisconsin 



MADISON 

The University of Wisconsin 

1916 



5^ 






n 



1 1932 



CONTENTS 





Page 


Foreword ....... 


4 


Practical Projects 


5 


Purpose 


5 


The Chief Aim 


6 


Other Aims 


7 


Scope ...... 


8 


Method 


9 


The Factor of Logical Sequence 


12 


Suggested Outlines for a Series 


12 


Suggested Projects in Orcharding 


. 16 


Suggested Projects in Corn Growing . 


. 20 


The Factor of Time 


. 21 


Short Time Projects .... 


. 21 


Medium Time Projects 


. 23 


T^ong Time Projects .... 


■'I' 24 


Classified List of Suggested Projects . 


. 25 



FOREWORD 



As agricultural subjects are finding their way into the curricula 
of secondary schools, teachers are confronted with various 
problems in connection therewith. The successful conduct of 
laboratory work is one of the most perplexing of these. In the 
development of agricultural courses both teachers and pupils are 
turning to home gardens, fields, farm buildings, herds and 
flocks for their material for practice work. There only, the great 
laboratory of agriculture is to be found. The work in this labo- 
ratory has frequently been termed "Home Projects," — probably 
because it is not carried on within the walls of the schoolroom. 

Various reasons are given why "Home Projects" are of great 
importance in the study of elementary and secondary agriculture. 
It is for the purpose of outlining some of these reasons, indi- 
cating the scope and character of this work and suggesting 
methods whereby these practical projects may be conducted, 
that this bulletin has been prepared. 

Interest — the vital factor of successful teaching, is developed 
to a high degree through originality. That the initiative of the 
teacher may not be destroyed, and his interest, therefore, main- 
tained, the outlines presented herewith are intended only to be 
suggestive. Teachers of agriculture are asked to first consider 
carefully the needs of their pupils and the opportunities offered 
in their school laboratories and, with these as a basis, to outline 
the methods which will most successfully meet the demands 
of the projects under consideration. If the outlines herein 
suggested are of assistance to such teachers this bulletin will 
have served its purpose. 

Since "Practical Project Work" is a new field in education 
the writers especially invite helpful criticism and constructive 
suggestions. 



SUGGESTIONS FOR SCHOOL AND HOME 
PROJECTS IN AGRICULTURE 



PRACTICAL PROJECTS 
Purpose 

With the increase in the number of schools teaching agri- 
culture and with the improvement in the preparation of teachers 
for this field of service, the scope of the course in agriculture is 
enlarging in both theory and practice. School agriculture is 
usually placed in the same class as the older sciences, but so 
fixed by traditions are the methods of teaching the sciences 
that it there receives the customary treatment. This should 
not become the established custom. While agriculture is a 
science it is also an art and the subject cannot be developed 
properly unless both of its branches receive the necessary 
consideration. The development of the art of agriculture co- 
ordinately with the underlying science constitutes correct 
agricultural teaching. 

For presenting a course in science, as physics, the school 
laboratory has been equipped for making applications of a 
,practical nature. In the more progressive laboratory practice 
this study has been extended to lighting plants, manufacturing 
establishments and waterworks where practical studies have 
been made of physical phenomena, and their applications ob- 
served. The result has been a closer correlation of school work 
with the daily life of the community. 

The laboratory practice in agriculture must include similar 
application. Special emphasis must be placed upon this work 
for it is by this means that the art of agriculture as it has been 
practiced is to be converted into scientific practice based upon 
fundamental laws which investigation and experiment of re- 
cent years have verified. Without this opportunity for practice 
there is no application of theory to practice and there is, there- 
fore, no sound justification for placing agriculture in the cur- 
riculum. 

The kindred subjects of manual training and domestic science 
have the work bench and the kitchen respectively where their 



6 THE UNIVERSITY OF WISCONSIN 

practical work is done. In general, the nature of this work is 
identical with the application of these subjects in the occupa- 
tions in which they are employed. The construction of furniture 
or buildings is performed with the same tools, material, and care 
in manual training practice work that it is in the shop. Likewise 
the laboratory work in cooking and sewing is done with the 
same equipment used in similar work in the home. The value 
of such practice in these courses is unquestioned and needs no 
argument for its justification. Agriculture should receive no 
less attention. The laboratory exercise must be intimately 
associated with practical work. In addition to sensitive balances 
and other miniature apparatus, the laboratory must be equipped 
with farm scales, hoes, forks, seeds, machinery, live stock, and 
trees with which the pupil is to subject the theory of scientific 
agriculture to the rigid test of practical application. The 
home supplies all of this equipment. The pupil's interests 
are in the home, the parents' interests are in the home activities 
of the child, and — though many teachers seem not to recognize 
the fact — the school exists but to supplement the home in the edu- 
cation of the child. The pupil's interests in farm life should 
be increased. The home, therefore, is the place to carry on the 
larger practical projects of the course. The home must be made 
a part of the school's agricultural laiioratory. 

The tim3 for this practice is important. It is necessary 
that the practical application accompany or follow closely 
the learning process. If new practices are to be effected in the 
routine of agricultural pursuits they must be introduced when 
the new facts are first learned; otherwise these facts will be lost 
through confusion with later knowledge or their proper appli- 
cation will become less effective through this delay. 

City students in agriculture have little opportunity at home 
for practical project work. For such, the school should supply 
the necessary facilities though it is doubtful if the largest edu- 
cational returns can be thus achieved. 

The Chief Aim of Home Projects 

One of the large problems of the school to-day is to win the 
interest and cooperation of the parents, especially in vocational 
education. The home project movement is a means by which 
this may be accomplished. The pupil, interested and enthu- 
siastic over a home project, is a subject of exceptional interest 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 7 

to the parent. With the home project established the parent 
receives the lesson from the child and, realizing its benefit, 
is won to its support. With the parents' growing interest in 
agriculture, interest and sympathy in other phases of school 
life will be secured. 

Other Aims 

But what other aims has the home project? To the child 
the project should be an experiment, or a revelation, or a verifi- 
cation; to the teacher, the project should always be a demon- 
stration; and to the parent it should become the bond uniting 
parent, teacher, and school in a cooperative organization. The 
verification of the theory, advanced in the class room, by success- 
ful results in the project will be the means of establishing an 
approved agricultural practice and this continued will result in 
permanent improvement in the methods of farming. 

Many projects may be conducted more appropriately by the 
older pupils which will result in increased production in which 
the pupil becomes a sharer. The desire for ownership is thus 
satisfied and at the same time made to serve a useful purpose. 

An important factor in home project work is the opportunity 
for impressing results by contrast. Frequently good results 
may be obtained from certain agricultural practices which the 
skeptical or uninformed may be loath to accept. For home 
project work a part of the available material is given special 
attention while the remainder is given the usual care and 
treatment. The spraying, pruning, or rejuvenation of a part 
of the orchard, feeding trials applied to a part of the herd or 
flock, and fertilizer tests on portions of a field are suggestive of 
this opportunity. Those interested can thus readily determine 
to what factors the different results are due. In this type of 
project the suggestions of the teacher are especially valuable 
throughout its continuance. 

f^As the home project idea progresses it may be made a forceful 
lesson in economics and farm management. The results ob- 
tained from one project should suggest better methods to be 
employed in others and the results from several demonstrations 
should in turn suggest the need for careful study of all phases 
of agricultural practice until efficient farm management results. 



THE UNIVERSITY OF WISCONSIN 



Scope 

The scope of the home projects will vary with the ability 
of the pupil. A boy, young or inexperienced, should not be 
assigned a project the very scope of which would at the outset 
destroy his desire for agricultural work. In such a case a seven 
day cow test can be made more effective than a herd, month, 
or year test. Likewise a project in the pruning of one tree might 
stimulate more interest than the pruning of the entire orchard. 
A small project in farm carpentry can be used to introduce a 
more extended and laborious project of farm construction. 
The result of the project as measured by Us stimulating ami educa- 
tive influence on the child is of first consequence — not the require- 
ment ihat everij child meet fixed standards of equal rank. 

In promoting the project, the pupil's interest is the first 
requisite and becomes the keynote of success. With interest 
awakened, the project is well begun and may be more easily 
brought to a successful finish. Interest will be conserved if 
work on the project is begun during the study of related topics 
in the regular class room work. 

With younger pupils, projects which produce early visible 
results are desirable in that interest is more easily created and 
maintained. Illustrations of this type are the keeping of milk 
or feed records, records of the germination test of seed grain, of the 
weighing of growing animals, and many of the smaller projects of 
construction in farm mechanics. Projects, the results of which 
are not immediately apparent and which, therefore, should be 
assigned to the older pupils, are those dealing with soils, fer- 
tilizers, and feeding maintenance rations. Another factor which 
must be considered is the possibility of either immediate or 
remote results. This distinction is not necessarily one of time. 
Some projects may run for a continued period and yet show 
results at intermediate periods. Others, however, may continue 
for a long time and the valuable results will be determined only 
at their conclusion. Illustrative of the former class is the trial 
of feed rations on egg or milk production, and of the latter, 
a determination of the effect of commercial fertilizers on the 
yield of grain. 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 



Method 

The method of conducting the projects may vary greatly 
in details. A few fundamental factors, however, are of prime 
importance. 

The School and The Home. The wholehearted cooperation 
of the parents is desirable in order that the project may reach 
its highest state of perfection. While this is easy to obtain in 
localities where parental interests are urging the movement 
onward, it is too often difficult to secure. In the latter instance 
it remains for the teacher, through tact and that indescribable 
force which we call "personality," to obtain this cooperation. 
Usually it will be better to work through the child and his 
interests. Activities built around the child are more readily 
accepted by parents than those based upon theory or science. 
The human interest element is the strongest possible factor. 

If the parents' cooperation is not forthcoming it is not necessary 
that all attempts at home work be despaired of. The child 
may be able to carry on some less elaborate project which will 
arouse the interests of the parents. The reports of successful 
projects conducted at other homes and the value thereof should 
find their way into the home of the non-sympathetic parents. 

Although doubt, ignorance, and false conceptions will obstruct 
progress these should be overcome as home projects develop. 
Home projects should convert their own critics when it can be 
shown that they "pay their way." For the present, however, 
the successful introduction of the home project idea will have 
to depend upon the teacher. 

The Individual or the School Project. In conducting the 
projects the work may be done either by individual pupils or 
by groups at home or at school. Most frequently individual 
projects will be chosen or assigned but occasionally it will be 
of advantage to have two or more pupils work together. This 
is particularly true in the case of school projects. This will 
also be true in construction projects in carpentry, cement work, 
fence building, and larger spraying or pruning projects. The 
important point is this: All workmen should share equally 
in the project, the practice as well as the results. 

Interest the First Essential. The selection of the project 
for individual pupils should be determined by the dominating 
interests of the pupil. It is important that the factor of interest 



10 THE UNIVERSITY OF WISCONSIN 

dominate. This requires the careful and tactful direction and 
advice of a teacher, well-informed on the ability and equipment 
of each pupil and the requirements for each project. The 
teacher should so direct the selection that pupils may not 
undertake projects beyond their ability or unrelated to their 
work. If individual interests permit there should be a variety 
of projects for interstudy. The teacher must realize that a 
correct start is an important help toward a successful finish. 

Necessary Preparation. The project selected or assigned, 
the next step is preliminary to beginning the project itself. 
The teacher and the pupil should discuss fully the plan for carrying 
on the project. So far as possible the child should suggest the steps 
he proposes to follow. If these suggestions do not meet the 
approval of the teacher the child should be questioned and 
thus led to the right course. This preliminary plan should 
consist of the steps to be followed and the points to be observed 
as the project progresses. With these outlined the pupil is 
ready to undertake his project. 

The application of the steps will consist largely of manual 
labor but it should be different from a great deal of manual 
labor in that it is not working by "rule of thumb" for each 
step in the process is known and its scientific basis understood. 
It is not dull routine but scientific practice. 

Supervision. As the projects develop it will be necessary 
for the teacher to mark the progress. In so far as is possible visits 
should be made to the various homes. Especially should this 
be done at the critical stages of the work. The object of these 
visits is to note developments, to place emphasis where needed, and 
to give necessary suggestions or directions. The number and 
time of these visits will vary greatly in different projects. Feed- 
ing projects will need the most attention when they are being 
started; cropping projects will need especial attention when 
the ground is being prepared, during the later cultivation and 
at harvest time; spraying, at the time of the first application 
and again when results are to be accurately determined. 

The necessity of having the teacher oversee the home projects 
makes it desirable that the teacher of agriculture be employed 
by the calendar year. However, the teacher not so employed 
should not despair since there are a very large number of projects 
that should be carried on at appropriate times during the regular 
school year. But the teacher employed by the year has a de- 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 11 

cided advantage in practical project work since all those having 
to do with the production of crops need attention during the 
summer months. In addition to supervising home projects, 
he may cooperate with farmers in the solution of related prob- 
lems arising in the agricultural practices of the neighborhood. 
In this way the teacher's influence should be of great value in 
establishing more firmly the home project idea in the community. 

Reports. Reports on the development of the larger projects 
should be made by the pupil to the teacher, as a means of 
following the various projects when he is unable to visit them. 
The reports furnish a check on the pupils' work and, if made 
available to all project workers, they will serve as a basis for 
comparison of results on projects of the same kind. 

These reports should be made only at the critical periods of 
the project, e.g., when the sprays are applied to the trees or 
plants or when the tests are made in a herd testing project. 
It is evident that these reports will vary in frequency but they 
should be based on essential points and given with a minimum 
of detail. 

An occasional report made orally to the class when school 
is in session will stimulate interest and serve as a basis for class 
discussions. 

Card files afford a convenient, compact, and readily available 
means of filing reports. If card files are not available note 
books may be substituted. In either case the data should be 
accessible to all project workers at all times. 

Interpretation of Results. Interpretation of results should 
accompany or follow the projects. If the results have approached 
the optimum, if they have been average or if perchance dis- 
astrous results have occurred the cause in every case should be 
ascertained and methods of improving the practice discussed. 

By careful planning, execution, and interpretation of final 
results in project work it may be made to stimulate interest 
in agriculture, arouse lethargic parents and enormously enhance 
the value of agricultural instruction. 



12 THE UNIVERSITY OF WISCONSIN 



THE FACTOR OF LOGICAL SEQUENCE 

Suggested Outlines for a Series of Projects in Dairying 

In the following outlines will be observed natural development 
from the simple to the complex. Beginning with a simple 
laboratory exercise in testing milk an extension and enlarge- 
ment is made through a series of projects in testing and feeding 
until a more complex project is reached in the study of the eco- 
nomic relation of feed rations to butter fat production. This 
economic feature of project work must be emphasized wherever 
it appears for in it is found not only a stimulating motive but 
also the important lesson which is to be impressed by the project 
itself. 

In connection with each project the object to be attained, 
the necessary class room preparation for the work, the method 
of putting it into operation, and the practical application must 
be clearly understood. 



SUGGESTIVE OUTLINES ILLUSTRATING LOGICAL 
SEQUENCE OF PROJECTS 

I 

Object — To test milk of individual cows for butter fat. 
Preparation: 

1. A study of the necessary steps in the operation of the 

Babcock tester. 

2. A study of the method of sampling and preserving milk. 

3. A knowledge of the composition of milk. 

4. Practice in sampling and testing milk and calculating 
yields. 

Operation: 

1. Take samples of milk. 

2. Make tests in duplicate with the Babcock tester. 
Application: 

Compare the tests made with record tests and average tests 
of breeds and of individual cows. 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 13 

II 

Object — -To test the milk of all the cows of the herd for butter fat. 
Preparation: 

1. As in Exercise 1. 
Operation: 

k As in Exercise 1 but applied to each member of the herd. 
Application: 

Rank cows according to test and study causes of differences 
in test, such as age, breed, and period of lactation. 

Ill 

Object — To obtain a seven day milk record of one or more 
cows. 
Preparation: 

1. Study what the milk record should show and how 
these facts are recorded. 

2. Study the various forms of record sheets used. 

3. Prepare or obtain a record sheet. 
Operation: 

1. Place scales and record sheet in a convenient place. 

2. Weigh milk and record weights at each milking. 

3. Calculate total production by weight for the week. 
Application: 

Rate cows according to production and study the individuals 
of special merit noting good i)oints, the causes of 
differences in produclion due to breed, feed, or period 
of lactation. 

IV 

Object — To obtain seven day butler fat production of one or 
more cows. 
Preparation: 

1. Study methods of conducting the ofTicial seven day test. 

2. Take steps under Preparation in Projects 2 and 3. 

3. Practice in calculating butter production from butter 
fat test and milk production. 

Operation: 

1. Take steps under Operation in Projects 2 and 3. 
2 Calculate butter fat production of each cow. 



14 THE UNIVERSITY OF WISCONSIN 

Application: 

Rate cows on ba;is of batter fat production and compare 
with rating in milk production. 

V 

Object — To obtain accurate data on amount and value of 
butter fat produced annually by each cow of the 
herd. 
Preparation: 

1. Study method of conducting the ofTicial yearly test. 

2. Prepare milk record sheets. 

3. Rank the cows as the owner thinks they should be 
ranked. 

Operation: 

1. Keep milk records of the herd as in Project 2. 

2. Test as in Project 2 following the method of ofTicial 
annual test. 

3. Calculate butter fat production as in Project 4. 

4. Calculate value of butter fat produced on basis of 
market prices. 

5. Keep permanent records of data and calculations. 
Application: 

Rate animals according to production, compare with 
owner's opinion of rank, and study causes of differences 
in butter fat production. 

VI 

Object — To keep a feed record of the herd for a month. 
Preparation: 

1. Gain a knowledge of methods of weighing rations. 

2. Provide equipment for ready and accurate weighing. 

3. Prepare feed record sheet. 
Operation: 

1. Weigh grain and roughage fed each animal. 

2. Keep record of weights. 

3. Calculate total of each kind of feed given each animal. 

4. Calculate total feed used. 
Application: 

Calculate cost of feed for each cow and of total feed for the 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 



15 



herd at current prices and generalize on cost of keeping 
a cow at current prices for the month under considera- 
tion. 

VII 

Object — To keep a feed record of a herd for one year. 

•Note: It will be readily observed that this is but an 
extension in time of Project 6, with the addition of 
seasonal variation. 



RESULTS OF A COW-TESTING PROJECT IN A 
SECONDARY SCHOOL 













Highest 


Lowest 


Owner 


No. 


Av. Lbs. 


Av. Lbs. 


Av. B. F 


B. F. 


B. F. 




Cows 


Milk 


B. F. 


Test 


Pro- 
ducer 


Pro- 
ducer 


1 


8 


8310 


324.7 


3.91 


419 


212.6 


2 


13 


8703 


311.9 


3.58 


488.1 


155 


3 


14 


6499 


302 . 5 


4.65 


413 


177 


4 


28 


6926 


245.6 


3.54 


419.2 


134.1 


5 


19 


5940 


225.6 


3.79 


294.7 


136 


6 


18 


6247 


208.6 


3.33 


324.2 


84.9 



Average 6898.4 257.95 3.74 

Average cost of feed $52.36. 




Calves selected from one of the herds in this association by means of the 
yearly test of dams 



16 THE UNIVERSITY OF WISCONSIN 



VIII 



Object — To keep feed record and butter fat production as a 
basis for the study of net returns. 
Preparation: 

1. Same as for Projects 5 and 7 combined. 
Operation: 

1. Combine Projects 5 and 7. 

2. Calculate net profit or loss for each cow. 
Application: 

Determine the causes affecting profit or loss on individual 
animals and suggest practical method of increasing 
the net profits of the herd most economically. 

IX 

Object — To introduce balanced rations into the feeding system. 
Preparation: 

1. Make a study of feed requirements of the animal. 

2. Make a study of nutritive ratio — what it is, how 

calculated, its value. 

3. Note variations of nutritive ratio with varying demands 

made upon the animal. 

4. Note variations in the amount of feed with different 

demands made upon the animal. 

5. Make a study of available feeds and relative cost of each. 
Operation : 

1. Calculate nutritive ratio of rations being fed on the farm. 

2. Substitute other feeds in the rations so as to provide 

most economically the desired nutritive ratio from 
the required amount of feed. 
Application: 

Calculate cost of feed used in balancing ration and compare 
cost of this feed with increased returns resulting from 
its use. 

Suggested Projects in Orchardiiifi, 

As in dairying it is possible to introduce a variety of projects 
differing in complexity so in orchard management opportunity 
is afforded for a series of projects ranging from the simple to 
the complex whose results emphasize the economic importance 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 17 

of scientific orchard management. Tlie order in which these 
exercises may be introduced will vary in different orchards 
since the immediate needs of one orchard may not be identical 
with those of another. In some orchards few if any projects 
will be provided; in others opportunity for several will appear. 
Here too, as in other projects, the economic aspect must be kept 
in mind as the highest aim of the project. 



Object — to fill in an old orchard or to set out a new one. 
Preparation: 

1. Secure information on reliable nurseries. 

2. Make a study of proper methods of keeping trees, if 

necessary, before transplanting. 

3. Make a study of proper methods of planting. 

4. Study the care of young trees after planting. 

5. Decide upon kind of fruit, variety, and nursery with 

which to deal. 
Operation: 

1. Purchase trees. 

2. "Heel in" if necessary. 

3. Transplant trees. 

' 4. Prune trees, if necessary. 

5. Care for trees after planting. 
Application: 

Study cause of failure of such trees as do not respond 
properly to this management. 



n 

Object — To prune an orchard and to study its effect upon yield. 
(As a check a portion of the orchard should be left 
untreated and yields compared). 
Preparation: 

1. Study purpose of pruning. 

2. Study how to prune. 

3. Study time to prune. 

4. Study kinds of pruning. 

5. Study use of pruning tools and their operation. 



18 



THE UNIVERSITY OF WISCONSIN 



Operation: 

1. Study each tree and determine how each should be 

pruned. 

2. Prune as determined upon by careful study. 

3. Treat the cut surfaces. 
Application: 

Compare yield and quality of product of pruned and un- 
pruned trees. 




A short time school project in orcharding 

III 

Object — To introduce new varieties of fruit by means of grafting. 
Preparation: 

1. Study grafting operations, time, and tools. 

2. Select trees and scions to be grafted. 

3. Prepare grafting wax. 
Operation: 

1. Make the grafts. 

2. If top grafts watch them closely for indications of 
infection. 

3. If new stock keep account of the number that fail to 

unite. 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 19 

Application: 

Determine percentage of successful grafts and probable 
cause of failures. 



IV 

Object — To spray for prevention or destruction of fungi or 
insect pests or both. 
Preparation: 

1. Study the purposes of spraying. 

2. Study the common pests, their habits, feeding and 

methods of control. 

3. Study the preparation of desirable insecticides and 

fungicides. 

4. Study the apparatus used in applying spraying mixtures. 
Operation: 

1. Prepare sprays and spraying mixtures. 

2. Apply prepared mixture at the proper time and in the 

approved manner. 

3. Repeat the application when necessary. 
Application: 

If check trees are used compare fruit of sprayed and un- 
sprayed trees. 



V 

Object — To fertilize for the purpose of improving soil conditions. 
(May be combined with Projects 2 and 4). 
Preparation : 

1. Study the food requirements of growing trees and of 

producing trees. 

2. Survey the home orchard for these needs. 
Operation: 

1. Apply fertilizers as necessity demands. 
Application: 

Note efTects of treatment on appearance of trees and com- 
pare yields with previous yields. 



20 THE UNIVERSITY OF WISCONSIN 

VI 

Object — Scientific Orchard Management. (A combination of all 
projects). 
Preparation: 

1. Make a study of soil management of orchards. 

2. Make a study of varying needs of growing and pro- 

ducing orchards. 

3. Make a study of the advantage or disadvantage of 

growing crops in young orchards and of clean culti- 
vation and cover crops in old orchards. 

4. Make a study of the value of pruning, spraying, thinning, 

and other phases of scientific orchard management. 
Operation: 

1. Apply the practices necessary to successful orchard 
management. 
Application: 

Through the keeping of accurate records determine the 
economic value of such management. 



Suggested Titles for a Series of Projects in Corn Growing 

1. To select seed corn. 

2. To cure seed corn. 

3. To make a germination box. 

4. To make a germination test of seed corn. 

5. To grade seed corn. 

6. To grow an acre of corn for maximum production. 

7. To grow an acre of corn for highest quality and maxi- 

mum yield of seed and feed corn. 

8. To grow an acre of corn for maximum yield, high quality 

and the most economic production. 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 21 



THE FACTOR OF TIME 

The following projects are outlined for the purpose of illustrat- 
ing the factor of time. As the amount of time available for 
project work at different seasons varies with the project and 
with the different pupils it is advantageous to have projects 
covering different periods of time. It is to satisfy such a demand 
that these projects are suggested. 

This classification has no relation however to the length of 
time for which the teacher is employed. It is evident that 
many short time projects must be carried on during the 
summer months and that other long time projects fall within 
the usual limits of the school year. 

SHORT TIME PROJECTS 

I 

Object — To make a germination test of seed corn. 
Preparation: 

1. Make a study of temperature and moisture conditions 

necessary for a good germination test. 

2. Make a seed corn tester. 
Operation: 

1. Place and number the seed ears. 

2. Remove the kernels and fill the tester. 

3. Supply the necessary conditions for germination during 

the test. 

4. Observe the results and remove the ears of low vitality. 
Application: 

Calculate the percentage of vitality of the seed and the 
amount of the loss which would have resulted from 
the use of this seed. 

II 

Object — To select seed potatoes. 
Preparation: 

1. Make a careful study of the varieties of potatoes grown. 

2. Make a study of what constitutes good seed [jotatoes. 



22 



THE UNIVERSITY OF WISCONSIN 



Operation: 

1. Mark growing hills that show desirable characteiistics 

in late summer or early fall. 

2. Later select seed from the marked hills that show 

desirable pioducing characteristics. 




Poultry house reconstructed and made sanitary. A short time home 

project 

Application: 

Note improvement in quality and quantity of product 
grown from selected seed. 



Ill 



Object — To improve sanitary conditions of a poultry house. 
Preparation: 

1. Study the value of whitewash as a disinfectant. 

2. Study how to prepare it and how and when to apply 

the same. 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 23 

Operation: 

1. Mix the lime and water. 

2. Apply thoroughly with brush or sorav. 
Application: 

Note effect on general sanitary conditions of house. 

MEDIUM TIME PROJECTS 

I 

Object — To cure seed corn. 
Preparation: 

1. Study the requirements of well cured seed corn. 

2. Study approved methods of curing seed by providing 

heat and air circulation. 

3. Learn how to prepare the place for curing the corn. 
Operation: 

1. Provide a suitable place for curing the corn. 

2. Place the corn in the curing room. 

3. Inspect for invasion of pests and maintenance of proper 

conditions. 
Application: 

Compare vitality of seed properly cured with seed allowed 
to cure under unfavorable conditions. 

II 

Object — To improve the home grounds. (Landscape gardening 
project). 
Preparation : 

1. Make a study of landscape gardening practice with 

reference to what flowers to plant and how to arrange 
them. 

2. Study shrubbery and trees suitable for the project 

under consideration. 

3. Study methods of planting various shrubs, trees, and 

flowers. 
Operation: 

L Survey the area to be improved noting what should 

be removed and what and where additions should 

be made. 
2. Remove all undesirable material. 



24 



THE UNIVERSITY OF WISCONSIN 



3. Make improvements in repairs on buildings, fences, 

walks, and the like. 

4. Plant trees, shrubbery, and flowers as decided upon 

in the survey. 
Application: 

Note effect of improvements ujion the appearance of the 
grounds. 

LONG TIME PRO.JECTS 

I 

Object — To grow garden vegetables. 
Preparation: 

1. Study the soil and the vegetables best adapted to it. 




Results obtained by an agricultural student from a "long time" project 
in growing an acre of corn 

2. Study the time and methods of planting the seeds to be 

used. 

3. Plot the garden to indicate the various vegetables to 

be grown. 

4. Study method of making hotbeds and cold frames and 

prepare the same for use. 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 25 

5. Study how to keep garden accounts and prepare account 
book for expense, labor, and sales records. 
Operation: 

1. Plant seeds in hotbeds and cold frames. 

2. Fertilize garden with suitable fertilizer. 

3. Prepare seed bed as needed, by plowing or spading, 

and harrowing or raking. 

4. Plant seed and transplant plants when proper time 

arrives. 

5. Cultivate and care for plants. 

6. Harvest and dispose of the crop. 

7. Fertilize and plow the ground for next year if soil 

demands it. 
Application: 

Calculate the cost of producing the crop from the following 
records. 

1. Labor and other items expended in production. 

2. Value of crops produced or 

3. Value of crops consumed and amount of sales. Deter- 

mine net profits on season's project. 



, CLASSIFIED LIST OF SUGGESTED PROJECTS 
BY TITLES 

SHORT TIME PROJECTS 

Agronomy : 

Selection of seed corn. 

Germination tests of seeds. 

Treating seed with formalin for destruction of diseases. 

Cleaning and grading seed grain. 
Animal Husbandry and Dairying: 

Dehorning Calves. 

Whitewashing interior of stalls, hoghouse, and other out- 
buildings. 

Detailed inspection of several farm animals noting departure 
from normal in health or conformation of animals. 

Keeping milk record of herd for a week. 

Seven day butter production for one or all cows in the herd. 



26 



THE UNIVERSITY OF WISCONSIN 



Testing milk of all cows in the herd for butter fat production. 
Testing for milk, strippings, and average samples from the 

same cow. 
Weeds: 

Inspection of grain and grass seed for weed seed and other 

impurities. 
Killing thistles, burdocks, and other weeds with brine or 

oil treatment. 
Drainage: 

Platting a drainage system. 




Suggestions for short time projects in farm mechanics 

Gardening: 

Treating potatoes with formalin for scab. 

Selecting seed potatoes. 

Construction of hotbeds or cold frames. 
Orcharding: 

Grafting. 

Pruning some or all the trees of the orchard. 

Shade tree pruning. 
Poultry: 

Whitewashing the interior of a poultry house. 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 27 

Candling or grading eggs. 
Construction and use of trap nests. 
Economics: 

Farm accounting — taking an inventory of the farm equip- 
ment and stock. 

Mecfianics : 

Measuring and calculating area of fields of the farm. 
Mapping farm giving field locations and crop areas. 
Mapping school district — -farms and acreage of special crops. 
Careful planning and estimation of cost of installing water 

supply or lighting system for the farm home. 
Small carpentry projects, such as milk stools, saw horses, 

ladders, benches, wagon seats, sidewalks, seed corn 

holders, and corn germinators. 
Medium carpentry projects, vine trellis, clothes holders, 

fence building, shingling a roof. 
Planning the rearrangement of farm field fences. 
Planning the rearrangement of a poorly arranged barn. 
Surveying roads, their needs and cost of improvements. 
Cleaning and oiling harnesses. 
Making rope halters. 



MEDIUM TIME PROJECTS 

Agronomy : 

Curing seed corn. 

Cultivation of corn. 
Animal Husbandry and Dairying: 

Feeding and caring for calf and recording results. 

Keeping feed records of farm animals for a month. 

Keeping milk records of dairy herd for a month. 

Keeping monthly record of butter production of one or all 
cows in the herd. 

Calculation, use, cost, and returns of balanced rations. 

Weeds : 

Treating lawns for weeds. 

Spraying small field for destruction of weeds. 

Drainage: 

Securing drainage by laying a line of tile. 



28 THE UNIVERSITY^OF WISCONSIN 

Gardening: 

Transplanting from hotbeds and cold frames and subsequent 
cultivation of product. 

Spraying potatoes for insect pests or fungi. 

Growing plants in hotbeds or cold frames for transplanting. 
Orcharding: 

Tree surgery — pruning, cementing, bracing. 

Spraying orchard for control of pests and fungi. 

Fruit marketing — grading, packing, and selling choice fruit 




Destined for the block but ".saved by grace" of a home project. Record 
340 lbs. of butter fat per year 

Poultry: 

Remodelling poultry house for improving sanitary conditions 

or aiding in poultry management. 
Incubation and brooding of chicks. 
Economics: 

Keeping farm records and accounts. 

Farm management — A study of dairy, feed, and poultry 
records, farm sales, and inventories for determining 
profits or losses of the year's business. 



SCHOOL AND HOME PROJECTS IN AGRICULTURE 29 

Mechanics: 

Carpentry work — Making a split-log drag, a poultry house, 

or a portable hog house. 
Concrete work — Fence posts, walks, floors, tanks. 
Leveling and seeding a lawn. 
Work in landscape gardening — cleaning up flower beds, 

shrubbery, and lawn. 

LONG TIME PROJECTS 

Agronomy : 

Growing a corn crop. 

Determining unit cost production of any crop by growing 

the same and keefping account of all items of cost. 
Improving grain by ear-to-row method. 
Growing a plot of alfalfa. 
Animal Husbandry and Dairying: 

Keeping records of weights of growing animals, calf, pig, 

colt, and lamb. 
Caring for calf, litter of pigs, colt, or lamb. 
Keeping feed record for farm animals for any given season 

or period. 
Feeding balanced rations to farm animals for any given 

season or period. 
Taking general care and management of a team of work 

horses giving attention to daily routine. 
Keeping milk records for any given season or period. 
Determining monthly or yearly butter fat production of one 

or all cows of the herd. 
Keeping feed records and butter fat production for determin- 
ing net profits. 
Soils and Fertilizers: 

Carrying on plot work in the use of commercial fertilizers 

and manure, singly or combined. 
Improving acid sofls by use of lime. 
Horticulture and Gardening: 

Growing vegetables in the garden. 

Growing flowers in garden or flower beds. 

Special culture of strawberries, blackberries, or raspberries. 

Project in potato, cabbage, tomato, onion, cucumber, or 

melon growing. 



30 THE UNIVERSITY OF WISCONSIN 

Starting a small fruit garden — transplanting, pruning, 

grafting, spraying, cultivating, and fertilizing. 
Rejuvenating a neglected berry patch. 

Vegetable gardening for supplying products throughout the 
season. 
Orcharding: 

Tilling and cover cropping the orchard. 
Poultry: 

Feeding rations for egg production. 

Business management of poultry; keeping of records of feed, 
sales, eggs, costs, and net profits. 
Bees: 

Care and management of one or more hives of bees. 
Economics: 

Market study — Keeping records of daily or weekly prices of 
grain and live stock on the local and general markets. 



UBRARY OF CONGRESS 



DDDE7aEE071 



